1

INTRODUCTION

This chapter covers many aspects such as the statement of the problem, the objectives of the study, the research questions, and significance of the study and also the scope of the study.

1.1

Background of the Study

The Year 3 of PKPG ( SPH ) students are ex-teachers who are teaching Kemahiran Hidup subject or living skills whether in a primary school or in a secondary school. Most of them have been teaching for at least 5 years teaching experience on this subject. There are many components of the living skills subject, such as Technology and Graphic Design, Technical Skills, Home Economics, Agriculture, and Commerce and Entrepreneurship (HSP Kemahiran Hidup, Form 1 & 2, 2002). Some of the students did course in Home Economics subject during the training period at Teachers Training College.

Basically, all of the Year 3 of PKPG (SPH) students are able to cook even their cooking skills level are different. These skills have increased when they study more about cooking in teachers training college and in university. There are two subjects on cooking course which are completed. Those are SPL 1112Basic Food Preparation and Nutrition taken in Semester 1, Year 2 and SPL 2122Food Preparation taken in Semester 2, Year 3. There are two more subjects on this cooking course which will be taken in Semester 1 and 2, Year 4 of studying.

The concept of cooking skills is usually interpreted as a straightforward set of practical techniques or tasks. (Short, Frances, 2003). Singleton (1978) points out that all practical tasks require a combination of mechanical abilities, academic knowledge and tacit perceptual, conceptual and planning skills.

Based on the opinions above, cooking skills can be defined as a combination of abilities and knowledge of a person or persons in food preparation, food sanitation and nutrition as these skills are developed through academic or experience. And all of these three things have been learned by the Year 3 of PKPG (SPH) students.

1.2

Statement of the Problem

As mentioned earlier, the Year 3 of PKPG (SPH) students are able to cook well. Combination of their basic knowledge and cooking theory and also practical supposed could change and make them a skillful cook. However, most of them declined to apply their cooking skills. This research would like to find out the main reasons and disadvantages of the declination.

1.3

Objectives of the Study

The objectives of the study are:

1.3.1

To collect data whether the Year 3 of PKPG (SPH) students do or dont apply their cooking skills.

1.3.2 1.3.3

To find out the reasons for declination of applying their cooking skills. To determine the disadvantages if they dont use their cooking skills.

1.4

Research Questions

The research questions are:

1.4.1

Do the Year 3 of PKPG (SPH) students apply their cooking skills? 3

1.4.2

What are the reasons the Year 3 of PKPG (SPH) students decline to apply the cooking skills?

1.4.3

What are the disadvantages if they dont use their cooking skills?

1.5

Significance of the study

The findings of this study, we (the researchers) hope that it will significant the Year 3 of PKPG (SPH) students. These findings will motivate them to improve their cooking skills if they still out of confidence in food handling. These findings also will encourage them to apply their cooking skills as they have basic skills and being skilled through cooking course in university. Further, these findings could remind them to manage their time and financial more effectively.

1.6

Scope of the study

This research will be conducted among the Year 3 of PKPG (SPH) students in Faculty of Education, University Technology of Malaysia. In 50 randomly selected respondents, they will be given appropriate time to answer the questionnaire.

Literature Review

This chapter discusses current definitions and practices of cooking, skills, food preparation, food sanitation and nutrition.

2.1

Definitions of cooking Cooking often means the transformation of raw food by the use of heat. Conceived this way, cooking's contribution to human pleasure, culture, and survival could hardly be overstated. When its interpreted more widely to include everything involved in the preparation of meals, cooking is even more extraordinarily time-consuming and far-reaching. Cooking is so universal that it has even been proposed as the distinguishing trait of Homo sapiens. In a journal entry for 15 August 1773, social observer James Boswell noted that other species possessed the abilities of tool making and rationality, but "no beast is a cook," and his definition of humans as the "cooking animal" was the subject of much discussion and

amusement at dinner tables. The paradigmatic cultural transformation of "raw" into "cooked" was brought into a more recent scholarly context by the anthropologist Claude Lvi-Strauss, who wrote in The Raw and the Cooked, "Not only does cooking mark the transition from nature to culture, but through it and by means of it, the human state can be defined with all its attributes" (pg. 164). Modern recipe books demonstrate cooking's great array of visual, olfactory, and gustatory effects. Increasing the attractiveness of food and altering its nutritional properties, cooking has served fundamental social and cultural purposes. Cooking made possible the agrarian mode of production, based on food storage. Even earlier, cooking widened the range of available food species and therefore of habitats, its origins traceable to the use of the first stone cook's knife. Generally, there are two types of cooking techniques, namely hot cooking technique and cool technique. Some major hot cooking techniques are baking, boiling, frying, microwaving, roasting and smoking. While, some cool techniques are brining, drying, grinding, julienning, marinating, mincing, pickling, salting, seasoning, sprouting and sugaring. Cooking techniques, which include cutting, grinding, mixing, drying, fermenting, and attractive presentation are grouped according to their broad outcomes, thus helping to identify cooking's cultural significance and social location.

2.2 Definitions of Skills

Skills is an ability or talent to do something well. (Oxford Advance Learners Dictionary, The 6th edition, pages: 1111). Skills is usually learned and acquired or developed through training or experience, to perform actions which achieve desired outcome. Skills also define as an art, trade or technique, particularly one requiring use of hands or body.

There are many types of skill such as interpersonal skills, cooking skills, communication skills, thinking skills, writing skills and so on.

2.3

Definitions of Food Preparation

Food preparation techniques range from chopping up through fermentation and emulsifying to pressure-cooking, vacuum packing, and homogenizing. One way to understand them is to examine immediate purposes, which can be categorized as separating out edible foods, removing toxins, softening and otherwise making ingredients more edible and digestible, distributing foods, storing them, and making them into new compositions. 2.3.1 Separation. The immediate need for preparing food is the separation of edible from inedible parts. This includes simple shelling, peeling, husking, and sifting. 7

Sometimes such hazards as small stones need removing. The separation of cream may involve machinery, but the tools and techniques are generally not complicated. Some steps in meat butchery come under this heading. 2.3.2 Detoxification. Some foods have to be made safe to eat. Among important examples are the root, cassava, which forms prussic acid that can be dispelled by soaking and cooking. The green color appearing near the skin of potatoes is simply cut off. Expert cutting is also required with the notorious Japanese delicacy, the fugu or puffer fish. Communities have traditionally been amazingly adept at dealing with local dangers, because learning to recognize and treat hazardous species must have necessitated long, life-threatening trial and error. 2.3.3 Making edible and digestible. The next major purpose of preparation is making food more easily chewed and digested. This can achieved by a range of techniques, such as grinding, pounding, soaking, and cooking in the sense of heating, which includes boiling, roasting, baking, steaming, shallow and deep frying, and microwaving. In the case of wheat, for example, the heads of grain must be threshed to break them up, and then winnowed to separate the wheat from the chaff. After that, it is probably ground into flour, which can again be separated and perhaps soaked or turned into a paste. The flour mixture can then be poured on a plate

and fried, shaped into a loaf to be fried, baked or roasted, or pulled, extruded, or rolled out as noodles or pasta, when it is commonly boiled. 2.3.4 Distribution. Foods are transported in the arms, bark containers, pots on the head, baskets, and panniers on donkeys, ships, trains, and refrigerated trucks, all of which involve various kinds of preparation. Food is also physically divided up, especially with the use of knives and cleavers, and the central social role of knives is outlined by Michael Symons in an essay in historical sociology called Cutting up Cultures. The butchery of meat can be viewed as distribution. 2.3.5 Storage. Some foods such as grains and roots are more readily storable without preparation. They might just need to be kept in a cool, dry, airy place or left buried, and protected from pests. Others can be prepared to greatly extend their storage life. Preservation methods include drying, salting, pickling, sealing, cooking (heating), smoking, candying, fermenting, and freezing. These mainly rely on making a hostile environment for microorganisms that produce decay. 2.3.6 Composition. Some preparation techniques amalgamate more than one ingredient into a composition: what might aptly be called a new preparation. A variety of foods might be simmered together to make the family of sauces, stews, and soups. The use of yeasts in dough makes breads rise. A sophisticated technique is 9

emulsification (effectively, the mixing of oil in water), which is employed to make a range of sauces, such as hollandaise.

2.4

Definitions of Food Sanitation In Basic Elements of a Sanitation Program for Food Processing and Food Handling, Ronald H. Schmidt (1997) defines food sanitation in three words- protections from contamination. With this in mind, all functions and operations must be included in a sanitation program. All food products must be protected from contamination from receiving (and before) through distribution. Sanitation is a dynamic and ongoing function and cannot be sporadic or something that can be turned on once a day, once a week, etc. Therefore, another definition could be: sanitation is a way of life.

The primary rule of sanitation is to pay strict attention to food temperatures.

Avoid prolonged holding in the danger zone (from 40F to 140F). Provide functional thermometers to all food storage boxes. Monitor the temperature on serving lines on a regular frequency. Thaw frozen foods under refrigeration or under cold water. Do not thaw foods at room temperature.

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Regardless of type of processing or food handling operation, the number one consideration in food sanitation is people. It is people who set the rules, follow the rules, and also break the rules of sanitation. A sanitation program is as good as the attitude, willingness, and efforts of people. That is why the most important aspect of a sanitation program is ongoing personnel training. It is essential that the full meaning of sanitation and its wide economic scope be accepted by everyone concerned in the food system-including management. Personnel training should include appropriate sanitation principles and food handling practices, manufacturing controls, and personal hygiene practices.

2.5

Nutrition Nutrition is the taking in and use of food and other nourishing material by the body. Nutrition is a 3-part process. First, food or drink is consumed. Second, the body breaks down the food or drink into nutrients. Third, the nutrients travel through the bloodstream to different parts of the body where they are used as "fuel" and for many other purposes. To give the body proper nutrition, a person has to eat and drink enough of the foods that contain key nutrients. There are six categories of nutrients that the body needs to acquire from food: protein, carbohydrates, fat, fibers, vitamins and minerals, and water.

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Good nutrition helps individuals achieve general health and well-being. In addition, dietary modifications might be prescribed for a variety of complaints including allergies, anemia, arthritis, colds, depression, fatigue, gastrointestinal disorders, high or low blood pressure, insomnia, headaches, obesity, pregnancy, premenstrual syndrome (PMS), respiratory conditions, and stress. Nutritional therapy also may be involved as a complement to the allopathic treatments of cancer, diabetes, and Parkinson's disease. Other specific dietary measures include the elimination of food additives for attention deficit hyperactivity disorder (ADHD), gluten-free diets for schizophrenia, and dairyfree diets for chronic respiratory diseases. The four basic food groups, as outlined by the United States Department of Agriculture (USDA) are:

dairy products (such as milk and cheese) meat and eggs (such as fish, poultry, pork, beef, and eggs) grains (such as bread, cereals, rice, and pasta) fruits and vegetables The USDA recommendation for adults is that consumption of meat, eggs,

and dairy products should not exceed 20% of total daily caloric intake. The rest (80%) should be devoted to vegetables, fruits, and grains. For children age two or older, 55% of their caloric intake should be in the form of carbohydrates, 30% from fat, and 15% from proteins. In addition, saturated fat intake should not

12

exceed 10% of total caloric intake. This low-fat, high fiber diet is believed to promote health and help prevent many diseases, including heart disease, obesity, and cancer. Allergenic and highly processed foods should be avoided. Highly processed foods do not contain significant amounts of essential trace minerals. Furthermore, they contain lots of fat and sugar as well as preservatives, artificial sweeteners and other additives. High consumption of these foods causes buildup unwanted chemicals in the body and should be avoided. Food allergy causes a variety of symptoms including food cravings, weight gain, bloating, and water retention. It also may worsen chronic inflammatory conditions such as arthritis. An enormous body of research exists in the field of nutrition. Mainstream Western medical practitioners point to studies that show that a balanced diet, based on the USDA Food Guide Pyramid, provides all of the necessary nutrients. However, the USDA is working to revise the pyramid for the first time in a decade. Other pyramids are suggested by various research agencies, many of which emphasize different nutrition areas. A Harvard University researcher emphasizes whole grains and plant oils over meat, dairy and refined carbohydrates. Some nutritionists believe that the USDA will modify the Food Pyramid to reflect similar modifications. The basic pyramid will likely not change, but explanations about the types of fats, grains and carbohydrates that are best to choose are likely.

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In the first revision of the Food Guide Pyramid (2003), the USDA proposed new patterns about how much Americans eat. Calorie recommendations and vitamin intake will be based on a person's age, sex, and activity level. The complete revision was proposed for final publishing in the winter of 2005. As of early 2004, the Food Guide Pyramid recommends the following daily servings in six categories:

grains: Six or more servings vegetables: Five servings fruits: Two to four servings meat: Two to three servings dairy: Two to three servings fats and oils: Use sparingly A new food guide pyramid for various vegetarian diets has been released

by the American Dietetic Association (ADA). The guide helps vegetarians obtain the vitamins and minerals they need from whole grains, vegetables, fruits, legumes, nuts and other protein-rich foods.

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METHODOLOGY

This chapter covers the research methodology and the procedures used such as the research design, research instrument, research sample, research procedure and also the data analysis.

The main purpose of the research is to investigate the reasons why the Year 3 of PKPG SPH students in UTM decline to apply the cooking skills. 50 students population was chosen. Data for this research were collected through questionnaire from the PKPG students in faculty of education.

3.1

Research Form Design

This research designed in the descriptive form. Mohd Yusof (1996) said that descriptive research conducted to investigate incidents or temporary phenomena which 15

including descriptions, observations, analysis, comparisons and relation. Descriptive research being chosen to investigate why the year 3 PKPG SPH declines to apply the cooking skills. According to Subahan (1998), descriptive research is a basic quantitative research. This type of research will describe exactly and completely the activities, objects, processes and people, while survey is more appropriate to describe such a large population.

3.2

Research Sample

There is a total population of 50 students being chosen at random at the faculty of education in UTM. The aim for the research sampling is the Year 3 of the PKPG students who are major in Kemahiran Hidup (SPH) . 3.3 Research Instrument

The instrument used to collect the data was questionnaire. A set of questionnaire containing of 25 questions divided into 2 sections, Section A and Section B. This questionnaire was selected as a research instrument because the responds obtained were more accurate since respondents did not have to meet the researcher while they were answering the questionnaire. This theory was supported by an educational researcher Mohd Majid (1994) who said that questionnaire was practical and more effectives as it

16

could help increased the accuracy of the data because respondents were free to state their opinions on the questionnaire.

3.3.1

Questionnaire

The questionnaire was easy to prepare and could obtained as much as possible data needed from respondents. Besides, it could prevent overspent money on collecting the data. The questionnaire was divided into two parts that were: A. Section A This section contained 6 questions about background of the students. The questionnaire developed to obtain data on gender, age, experience, income, money spent daily on food and frequencies cooking in a week.

B.

Section B This section has been designed to collect data from PKPG students on

their declination of applying the cooking skills. The section had divided into 3 research questions and shown in the table below.

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Table 3.3.1: Research questions . Num. 1. skills? What the reason PKPG (SPH) students decline to 2. apply the cooking skills? What are the disadvantages if they dont use cooking 3. skills? 21,22,23,24,25 7,8,9,10,,11,12,13 14,15,16,17,18,19,20, Research Questions Do the PKPG (SPH) students apply their cooking 1, 2, 3, 4, 5, 6 Items

Respondents were needed to tick in the spaces provided in the Likert Scale form: agree not sure or disagree.

3.4

Respondents of the Study

The respondents of the study were the PKPG (SPH) in third year undergraduate from faculty of education at UTM. A total student of 50 involved in the questionnaire. Out of these numbers, 23 were male students, while the rest 27 were females. Five students were selected to provide in depths information about topic through in questionnaire for the piloting session.

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3.5

Data Analysis

Before the actual data collection period, a pilot study was conducted to assess the validity of the research instrument. A total of 5 students were involved in the pilot study chosen at random at Faculty of Education of the university. The data will be proceeding by SPSS (Statistic packages for window) and will be shown in percentages.

3.5.1

Data analysis Method

Respondents gave appropriate time to complete the questionnaire. The completed data were colleted by hands as the respondents involved were in the same faculty with the researchers. This ensured that the entire questionnaire has been collected.

Data were entered into computer using SPSS software (statistical package for window). Results were presented through frequency counts and other descriptive statistic. To analysis data the item distributed into 3 categories and will show in statistic table.

Table 3.5.1:

Three points Scale

Agree

Three points Scale Not Sure

Disagree

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3.6

Research Procedures

The first step in conducting this research is getting the suitable topic. The researchers identified the respondents to be and then list down the aspects needed to be found out from the respondents. Next, literature review must be completed to form the research proposal. Research proposal needed to be done to give an overview on the topic and the problems needed to solute out. The questionnaire designed based on the research questions and the literature review. Research proposal and questionnaire must be approved by the lecturer before it is distributed to respondents.

Then, the questionnaire distributed with Drop and Collect method. In conjunction with this method, researchers politely asked the class leader involved in this research to distribute and collect the questionnaire after a week. To ensure that the questionnaire would be given back in the same quantity as before, researchers have to collect it from the class leader.

3.7

Conclusion

In this section, researchers have explained the methodology. Researchers will shown the percentages of declining to apply the cooking skills among Year 3 of PKPG (SPH) students through the data analysis and will discussed in more detail in the next chapter.

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FINDINGS AND DISCUSSIONS

4.1

Introductory

Between 3rd Jan 2007 and 6th Mac 2007, we conducted a survey on the declining application of cooking skills among year 3 PKPG (SPH) students in UTM. A total of 50 questionnaires were distributed to randomly selected students from year 3 PKPG (SPH). Below are the findings and discussion based on the data collected. Data is presented in the form of tables and charts for easy reference. Each tabulated data is then described and analyzed.

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4.2

Section A

Table 4.2.1: The Gender of Respondents.

Gender Male Female Total

Total of Respondents 23 27 50

Percentage 46 54 100

Table 4.2.1 above shows the gender of respondents. 23 out of 50 persons are male and 27 of them are female. The total pictured that the male of PKPG students in class are less than the female students.

Table 4.2.2: The Age of Respondents.

Age Total of Respondents Percentage 20-25 year 1 2 26-30 year 10 20 31-35 year 18 36 36 year and above 21 42 Total 50 100 Table 4.2.2 shows the age of respondents. From the 50 respondents, most of them are around 36 years old and above (42%), 36 percent of them are 31-35 years old, 20% are from 26-30 years old and only one percent around 20-25 years old. Majority of the PKPG students involved are having many years of teaching experience and each has a stable family or a social life. The needs to

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change the common environments in school, and experience the new environments in higher education give stimulus to further their education in university.

Table 4.2.3: Teaching experience of respondents.

Experience Total of Respondents Percentage 1-2 year 0 0 3-5 year 28 56 6-10 year 13 26 11 year and above 9 18 Total 50 100

Table 4.2.3 shows the teaching experience of the respondents. 56% of them have 3-5 years teaching experience, 26% of them have 6-10 years teaching experience and 18% are more than 11 years teaching experience. Majority of respondents have teaching experience.

Table 4.2.4: Income of Respondents.

Income RM500-1000 RM1001-1500 RM1501-2000 RM2001 above Total

Total of Respondents 16 20 9 5 50

Percentage 32 40 18 10 100

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Table 4.2.4 shows the income of respondents. Majority income of them around RM1001-RM1500, it following by RM500-RM1000 from 32%, 18% of them are from RM1501-RM2000 and 10% are above RM2001. In short, the income more of them are not high income, it because all of them only half paid.

Table 4.2.5: Respondents Spending Money for Food in a Day

RM Below RM 5 RM 6-RM 10 RM 11-RM 15 More than RM 16 Total

Total of Respondents 5 25 14 6

Percentage 10 50 28 12

50

100

Table 4.2.5 shows the respondents spending money for food in a day. Most of respondents spend RM 6-RM10 to buy food in a day, 28 percent are

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spend RM11-RM15 per day, 12 percent spend more than RM16 per day and ten percent of them only spend below RM5. The findings state that the Year 3 of PKPG students are very good at saving and able to manage their financial effectively since they only got half pay.

Table 4.2.6: The Number of Time Spending in Cooking in a Week.

Time Never 1-5 6-10 11 times and above Total

Total of respondents 11 22 7 10 50

Percentage 22 44 14 20 100

Table 4.2.6 shows the number of time spending in cooking in a week. According to the time of never, 1-5 times, 6-10 times and 11 times and above, there are differences in the selection of the number of time spending in cooking by these 50 respondents. 22% of these respondents did not cook at all. On the contrary, the percentages of these respondents who cooked 11 times and above were just 20%. However, 44% of these respondents cooked at least once in a week. Those who cooked 6-10 times were only occupied 14%.

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4.3

Section B

Percentage of applying the cooking skills among the PKPG ( SPH ) students in UTM.

39%

41%

Agree Not Sure Disagree

20%

Figure 1: Percentage of applying the cooking skills among the PKPG (SPH) students in UTM

Figure 1 shows the way the students apply their cooking skills and the percentage of agreement, not sure and disagreement. As we can see that 41% percent of them agree that they apply their cooking skills in variety ways, such as they like to cook with friends, they have joined a cooking club and also cooking

26

competitions. Some of them cook everyday for their own meals, and they even cook special meal during special events and celebrations. 39% disagreed the way they apply their cooking skills because they are not interested in cooking or joining cooking competitions or any cooking activities to improve their skills. While 20% of respondents had no comment on this question as they were not married and could not see more clearly yet which was better cooking for own meals or buying outside food. Percentages Of Disadvantagehe PKPG (SPH) Students Decline To Apply The Cooking Skills

35%

49% 16%

Agree Not Sure Disagree

Figure 2: Percentage of reasons that caused the PKPG (SPH) students decline to apply the cooking skills.

Figure 2 shows the reasons that caused the Year 3 of PKPG (SPH) students decline to apply the cooking skills. The majority of respondents thought that they agree not to apply the cooking skills due to the environment, the equipments and facilities, and also time problems. Most of them are staying in the hostel where they lack of equipment and facilities. Further more, they needed

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much time for preparation before cooking. 16% of them had no comment, while 35% disagreed with the reasons that set out to them. Most of the respondents who categorized in this respond are staying in the rental houses and having cooking facilities and equipments and some of them are living with their family members.

Percentages Of Disadvantage Of Not Applying The Cooking Skills

20%

7% Agree Not Sure Disagree

73%

Figure 3: Percentage of disadvantages of not applying the cooking skills

The figure 3 shows the percentages of disadvantages of not applying the cooking skills among PKPG (SPH) students. 73% of respondents agree that they have benefits from cooking if they applied the skills. While, 20% of respondents gave not sure responds and 7% are not agree. These small numbers of respondents are married men. They are not agreeing that they have benefits from cooking if they applied the skills because cooking is a special task for women.

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In conclusions, if they do not apply their cooking skills, they will lose the skills, could not improve their skills, and could not take and enjoy the healthy food; moreover, they are wasting time and money.

CONCLUSIONS

This research investigated the decline application of cooking skills and the reasons, and also disadvantages of declination. Primary data were collected by randomly distributing questionnaires to 50 PKPG (SPH) students in UTM. As mentioned earlier in the introduction, the purpose of this study was to determine the reasons for declination of applying their cooking skills.

The following conclusions can be drawn based on the findings of the study:

1. This study has shown that most of the students have not much experience of cooking. 2. The students seldom apply their cooking skills. 3. This could be due to the environment, the equipment and facilities, and also the time problems. 29

4. Lastly, it brings disadvantages if they dont use their cooking skills.

The results of this study indicate that environment, facilities, and time are the three important factors that will influence the declining application of cooking skills. However, these findings are only true for UTM students and cannot be generalized to other university students. The same study needs to be conducted with students from other universities to see if there are any similarities with the factors that will influence the reasons in declining application of cooking skills.

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RECOMMENDATIONS

Based on the findings and conclusions of the study, here are several recommendations to be considered:

1. Students ought to cook their own food if they want to spend less money. 2. Students should opt for cooking proper nutrition for themselves if they yearn for a healthy lifestyle. 3. Students should aggressively cook frequently so that they would improve their cooking skills. 4. It might be a good idea to exchange cooking experience with sharing time together with family and promote each others relationship simultaneously.

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REFERENCES

Books: Bernion, M. 1995. Introductory Foods. 10th Edition. London: Prentice-Hall International. Goody, Jack. 1982.Cooking, Cuisine and Class: A Study in Comparative Sociology. Cambridge, U.K.: Cambridge University Press. Marriot, N.G. 1994. Principles of Food Sanitation. 3rd Edition. London: Chapman & Hall. McGee, Harold. 1984. On Food and Cooking: Science and Lore in the Kitchen. New York: Scribners. McGee, Harold. 1984. Science and Lore in the Kitchen. New York: Scribners. Oxford Dictionary. 2000. Advanced Learners Dictionary. 6th Edition. UK: Oxford University Press. Rombauer, Irma S., and Marion Rombauer Becker. 1953.The Joy of Cooking. Indianapolis, Ind.: Bobbs-Merrill.

Essays: Symons, Michael. June 2001."What's Cooking?" Petits Propos Culinaires 67: 7686.

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Research: Schmidt, Ronald H. 1997. Basic Elements of a Sanitation Program for Food Processing and Food Handling.

Websites: http://casaa.unm.edu/download/Background and Significance.pdf http://homepage.ntlworld.com/nealegray/cookbook/basic_cooking_skills.htm http://www.prn2.usm.my/mainsite/bulletin/sun/1996/sun7.html http://www.answers.com/topic/food-guide-pyramid

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